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Literacy Pamphlet for Parents

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Page 1: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

Literacy Pamphlet

for Parents

Page 2: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

Literacy Focus

•Emergent Learners•Beginning Learners

•Transitional Learners•Intermediate Learners

Page 3: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

EMERGENT READERS, WRITERS, AND

SPELLERS 

-A simple guide for families to understand the characteristics of emergent-level children and how to help them at home-

Page 4: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

The EMERGENT stage of reading, writing, & spelling is usually seen in children pre-K through middle 1st grade.

Page 5: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

EMERGENT READERS

What you’ll see--- * Pretend reading-retelling using a familiar book (they use much picture support)

       

* Memory reading-more accurate reading of books by pointing to text in some way

       * Attempts to touch individual words, but inconsistently

* Unable to read what they write

Page 6: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

EMERGENT WRITERS

During this stage, children will begin with random marks or scribbles, and move toward discovering that scribbling and drawing can represent something

What you’ll see---        Pretend writing

Example:(early stage)  (late stage) I K S K P (I like housekeeping.)

Page 7: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

EMERGENT SPELLERS

What you’ll see---  * Pretend writing

using symbols (drawing and scribbling)

    

* Some letter-sound matching

Page 8: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

EmergentActivities you can do

from the website http://pals.edschool.vir

ginia.edu

Page 9: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

  (Reading) “Concept of word”: Be the Sentence

Materials: large index cards

Procedure:

1.        Create a short sentence, such as “Today is Monday.”

2.        Write each word from the short sentence on a large card.

3.        Give each word to your children and other family members and name it for them. (“Sam, you are the word ‘today’”.)

4.        Have someone else in the family read the sentence to check the direction and order of the sentence.

Page 10: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

    (writing) “Name bags”

Materials: plastic bags, any type of letter cards or magnetic letters

Procedure:

1.        Place the letters of each child’s name in a bag.

2.        Have your child put them in order to spell his or her name.

3. The child can switch name bags to spell another family member’s or a friend’s name, or words can be introduced.

Page 11: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

        (spelling) “Show me”Materials: “show me” pockets, set of letter cards for your child

Procedure:

 1..    Create “Show me” pockets by folding over a piece of strong paper three times (like a letter for an envelope). Then fold up the bottom and tape or staple sections to create three small pockets. Make sure the letters fit inside the pockets so they can easily be seen.

2. Give a set of letter cards and a “Show me” pocket to your child.

3. Call out a CVC (consonant-vowel-consonant) word and ask your child to put the letters in the right position in his/her pockets to create the word. Have your child close the pockets.

4. Say, “Show Me!”

5. Have your child open his/her “Show me” pockets to show the word he/she created.

6. Call out a new word and repeat the steps.

Page 12: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

BEGINNING READERS, WRITERS, AND

SPELLERS 

-for families to understand the characteristics of beginning-level children and how to help them at home-

Page 13: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

The BEGINNING stage of reading, writing, & spelling is usually seen in children Kindergarten through middle 2nd grade.

Page 14: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

BEGINNING READERS

What you’ll see---         Finger point to

words as they read         Read aloud to

themselves         Word by word

reading (not much fluency at this

stage)         Children can usually

read what they write 

Page 15: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

BEGINNING WRITERS

During this stage, children begin to write in a more conventional way. Their writing becomes more readable, by themselves and by others.

What you’ll see---    Word by word

writing (they may write a few words or lines)

EXAMPLE:My gamnmoe kam to my hosn. (My grandma came to my house.)

Page 16: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

BEGINNING SPELLERSThis spelling stage is referred to as the “Letter

Name-Alphabetic” stage.

What you’ll see---        Children spell

beginning sounds in syllables

   

1)     They begin to use first and last sounds in words2)     Finally, they begin to use short vowel patterns

EXAMPLE:For the word “bed”, you

may see:• B• BD• BAD Children will begin to learn

consonant blends (st, bl, fl), short vowels in word families (at, fat, bat, sat)They will begin to study patterns outside of rhyming patterns (saw, was)

Page 17: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

What you can do to help your child---

      *  Have your child dictate stories to you (he/she tells, you write). Then have him/her read it back to you, while pointing to the words

    *  Read and recite rhymes with your child (nursery rhymes are great!)

* Read with and to your child, using patterned books. Once the book is familiar, have your child read and point to the words

Page 18: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

BeginningActivities you can do

from the website http://pals.edschool.virginia.edu

Page 19: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

           (Reading) “Treasure Hunt” Materials: prizes-stickers, books, food, etc., cards with words/pictures of room items or locations

Procedure:

1.        Organize a treasure hunt during which your child (children) can use a set of cards with words and pictures to guide their hunt.

2.        Cards can indicate different locations where your child can find new directions.

3.        During the hunt, use questions to guide problem solving or to reflect on the hunt later. Draw attention to the words that go with the pictures.

4.        After a few hunts, encourage your child to hide prizes and use cards to create hunts for you.

As your child becomes more successful, use word cards only (no pictures) to create the treasure hunts.

Page 20: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

   (Writing) “Word Play: A silly poem

Materials: paper, marker

Procedure:

1.    Tell your child that sometimes poets make up silly words and put them together to create fun poems. Share the first two stanzas of “Jabberwocky” by Lewis Carroll. (Explain that the things mentioned are all pretend).

2. Jabberwocky: “Twas brilling, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogroves, And the mome rathe outgrabe. “Beware the Jabberwock, my son! The jaws that bite, the claws that catch! Beware the Jubjub bird, and shun the fruminous Bandersnatch!”

3. Encourage your child to share his/her responses to the poem. Ask why the writer may have made up words instead of using real ones.

4. Help your child create a poem, using real and pretend words, and be silly.

5. Ask your child to add the next line of the poem. Take turns adding lines and read the entire poem together when you’re done.

Page 21: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

    (Spelling) “Word hunt”Materials: trade books, magazines that children can read easily

Procedure:

1.        Decide on 2 initial consonants your child will hunt for in the reading.

2.        Ask your child to write the initial letters they will search for at the top of a piece of paper.

3.        Tell your child he/she will look for words that start with the letters “M” and “S”, for example.

4.        Explain that after he/she finds a word that starts with the letter, he/she should write it down under the right heading “M” or “S”, on a piece of paper. Have him/her read the lists of words.

Page 22: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

TRANSITIONAL READERS, WRITERS,

AND SPELLERS 

-A simple guide for families to understand the

characteristics of transitional-level children and how to help them at

home-

Page 23: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

The TRANSITIONAL stage of reading, writing, & spelling is usually seen in children 1st through middle 4th grade.

Page 24: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

TRANSITIONAL READERS

What you’ll see---         More fluent

reading, with some expression

         Reading in phrases, with pauses at the end of sentences

Ÿ         Reading rate that approaches 100 words per minute

Ÿ         Finger-pointing drops away

Ÿ         Predicting story outcomes

 

Page 25: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

TRANSITIONAL WRITERS

During this stage, children write with increasing fluency and expression. They express their ideas in more complex ways, and they are able to write with greater speed. They are able to present sequence of events, and stories have

morals.

What you’ll see---         Approaching

fluency         More

organization         Several

paragraphs in writing

EXAMPLE:• My cousin came from Alaska for the holidays. She came to school with me for two days! Then we had a happy chismas. The day after chrismas I siting in a car going to Disnyland!…

Page 26: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

TRANSITIONAL SPELLERS

This spelling stage is referred to as the “Within Word Pattern” stage.What you’ll see---

    *    More word patterns

    * Correct spelling of most single-syllable short vowel words

* Using different long vowel patterns (cake, say, rain), although they often confuse the patterns

EXAMPLE:• FLOTE for FLOAT• SPOLE for SPOIL• CHUED for CHEWED

Page 27: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

What you can do to help your child---

*      Let them practice reading materials that aren’t too difficult. Rereading books is great!

   *     Help your child with word sorts that involve using different long vowel patterns

   *   Continue reading with and to your child

* Have your child write every day

Page 28: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

Transitionalactivities you can do

from the website http://pals.edschool.virginia.edu

Page 29: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

     (Reading) “Around the world”Materials: Around the world cards

Procedure:

1.        Make “Around the World” cards from a collection of the sight words your child may know. Write “I have _____” (the blank is the sight word). Can you find ______?” ( a different sight word). Each card should say this, using different words, of course!

2.        Deal out cards to you and your child. Allow the game to continue until you reach the last card.

 

Page 30: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

(writing) “Rewrite a Sports Article”Materials: A sports article from the newspaper or a magazine

Procedure:

1.        Select some interesting sports articles from the newspaper/magazine.

2.        Note what words are used to attribute quotes to various speakers.

3. Have your child rewrite the attributes with more vivid language. In other words, find synonyms for “says” or “said”.

Page 31: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

  (Spelling) “Word Family Bingo”Materials: 5 bingo cards with a few word family endings in various order, picture cards that match endings on bingo cards, and chips to cover the cards (Smarties candy words well!)

Procedure:

1.        After your child/children has received a bingo card, begin by choosing a picture card and showing it to them.

2.        If the picture’s word family ending appears on their bingo card, they cover it with a chip.

3.        First person to fill their bingo card wins! 

EXAMPLES of word family endings:

         Fan (“an” words)-the picture may be of a man-it has the same ending “an” as fan

         Cat (“at” words)-the picture may be of a mat-it has the same ending “at” as cat

Page 32: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

INTERMEDIATE READERS, WRITERS,

AND SPELLERS

-A simple guide for families to understand the

characteristics of intermediate-level

children and how to help them at home-

Page 33: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

The INTERMEDIATE stage of reading, writing, & spelling is usually seen in children grades 3rd through 8th.

Page 34: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

INTERMEDIATE READERS

What you’ll see---         Beginning to expand

reading interests (many different topics)

         Working on reading strategies (using knowledge to work on text)

         Vocabulary grows         Predicting story

outcomes becomes stronger

Page 35: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

INTERMEDIATE WRITERS

During this stage, children write with more sophisticated word knowledge. This involves working with syllables and affixes

(word beginnings and endings), which allows writing to be more fluent and expressive.What you’ll see---

         Different writing styles and genres (poems, non-fiction, letters, reports etc.)

         Writing will show personal problem solving and reflection

EXAMPLE:• Janell Cannon’s books,

Stellaluna and Verdi are different and alike in many ways. Stellaluna and Verdi both learned a lesson but, on the other hand, they learned different lessons. Although the characters are alike because Stellaluna and Verdi both got separated from their mo, Verdi had to go out on his own….

Page 36: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

INTERMEDIATE SPELLERS

This spelling stage is referred to as the “Syllables and Affixes” stage.

What you’ll see---

        *A study of plurals and suffixes

         *Spelling-meaning connections (meanings of prefixes)

         *A study of syllables and their junctures (settle, success, occasion)

*A study of words that have consonants which are doubled (hopping, vs. hoping)

Page 37: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

Intermediateactivities you can do

from the website http://pals.edschool.virginia.edu

Page 38: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

  “Homophone Solitaire” Materials: 48 word cards using two-syllable homophones. The cards are made up of 2 suits (1) homophones in the stressed syllable, (2) homophones in the unstressed syllable. There are 12 pairs of matching homophones for each suit:

 Homophone lists:

Suit 1: stressed Suit 2:unstressed

aloud allowed patience patients

cinder sender accept except

morning mourning alter altar

berry bury miner minor

roomer rumor council counsel

kernel colonel hanger hangar

holy wholly profit prophet

oral aural mussel muscle

vary very lesson lessen

censor sensor presence presents

awful offal canvas canvass

incite insight baron barren

Page 39: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

“Homophone Solitaire” continued… Procedure:

1. Shuffle the deck; then turn one card over at a time. Say the word, observe the pattern, and place the card down, face up.

2.  Turn over the next card. Place it on top of the previously placed card if it matches (alter, altar)

3.  Continue play in this way, placing cards with no matches to the right of the last card played. Stacks may be picked up and consolidated at any time. The top card played on a stack determines the movement.

4. You may move back no more than four stacks for play. Game ends when the whole deck is used.

Page 40: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

       “Ow!” Materials: “ou” and “ow” word cards (list is below):

Country, council, lousy, fountain, mountain, scoundrel, counter, around, bounty, foundry, mouthful, flower, allow, brownie, vowel, shower, towel, tower, chowder, coward, drowsy, powder, rowdy, prowler, power

 

Procedure:

1. Sort the word cards into the “ow” spelling or the “ou” spelling

2. Sort the two-syllable “ou” word cards into words accented on the first syllable and words accented on the second syllable.

3. Do the same for the “ow” word cards.

4. Combine the “ou” and “ow” word cards and sort into words accented on the first syllable and words accented on the second syllable.

Page 41: Literacy Pamphlet for Parents. Literacy Focus Emergent Learners Beginning Learners Transitional Learners Intermediate Learners

The information and activities in this pamphlet have been compiled from information in Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, by Donald R. Bear, Marcia Invernizzi, Shane Templeton, & Francine Johnston.